Definition
Reflection refers to a process of reviewing consciously the process by which an action or series of actions are done. As a person reflects on the action, they become aware of thoughts and practices that may have been entirely unconscious before. This metacognitive exercise is thought to encourage learning and is thus used, for example, with students studying composition and instructors as part of professional development.
Reflection, knowledge, thinking, and action
The idea that metacognitive practices enhance learning by making more available to the conscious mind has a long history in fields such as philosophy and rhetoric. For John Locke reflection was a key component of knowing: "Reflection is the act of relating our ideas to one another, forming mental associations, and examining the mental processes of which we are aware: thinking, doubting, believing, and so on. These operations of the faculty of understanding are the source of all our knowledge" (Bizzell and Herzberg 814). In their disposition-centered theory of thinking, Perkins, Jay and Tishman list being metacognitive as key for good thinking, and a key ability in that realm is the ability to reflect on prior thinking (8). For Kenneth Burke, reflection is one on the components of action along with conflict, purpose and choice, and through these combination of factors in action make “the possibility of transforming the self and/or society...omnipresent” (Gusfield 10).
Reflection and composition
Using power to encourage this transformation has been a strong component in teaching, and remains visible in composition and teacher development. One of the earliest mentions of reflection in mainstream composition is Sharon Pianko’s 1979 article in College Composition and Communication called “Reflection: A Critical Component of the Composing Process,” in which she notes that the ability to reflect separates higher from lower ability writers and that “it is reflection which stimulates the growth of consciousness in students about the numerous mental and linguistic strategies they command and about the many lexical, syntactical, organizational choices they make – many of which occur simultaneously – during the act of composing (277). Pianko does not explicitly define reflection, but notes that it shows itself in the pauses and rescannings that writers do. The practice of reflection has remained in composition (for more information and overviews of reflection in the field, see Yancey, Irvin).
The metacognitive skill of reflection is related to the concept of transfer, the idea being that by bringing unconscious processes to the conscious through reflections, learners are then able to transfer these processes to other situations. In this sense, reflection becomes one of Brent’s recommendations to encourage transfer from academic to professional communication situations: "structured reflection is almost pure metacognition - individuals' conscious awareness of their own thinking and processes for thinking. … reflection can also make knowledge more readily accessible to transfer by raising it to a more conscious level..."(23).
The concept of reflection has become popular enough in composition that in current uses of the term the properties of transfer are often assumed into the definition. In Dannels’ article about transferring skills from academic to professional settings, she, like Brent, also recommends reflection, but does so without comment about how the practice itself relates to metacognition and learning (28-9). Another indication of the prevalence of this practice in the field is mentions of reflection in a collection of proposals for this class:
"Reflection creates true learning, and process portfolios help students reflect on their writing skills and development… [students write] reflective letters in which they reflect on each piece, hyperlinking to the piece so their reader can see their reflection and work simultaneously." (Lesson plan proposal for a book on Web 2.0 Lesson Plans)
"web composers deploy productive nostalgia in order to perform self-representation as both an aesthetic and reflective practice" [in this sense reflection serves as a part of nostalgia in terms] "of looking back and seeking connections"(“Network Relations: Dialogic Composing Across Literacy Space”)
Reflection and Professional Development
Reflection also has a strong presence in professional development, for example, reflecting on lesson plans after teaching the lesson, noting successes and modifications, can be a key practice for teacher development. A seminal resource in this area is David Schön's 1983 book The Reflective Practitioner. Louise Weatherbee Phelps brings this idea of professional development beyond the individual into a teaching community in her "(Re)Weaving the Tapestry of Reflection: The Artistry of a Teaching Community" (which, coincidentally, appears in the section of Rhetoric Review called "Reflections").
Alternate Definition
The above meaning of reflection stems from reflect as an intransitive verb (to reflect on something, to think about something). Reflect can also be transitive, meaning to make something apparent or manifest, as in "This paper reflects her understanding of the concept at this time." In the title //Reflections: A Journal of Writing, Service Learning, and Community Literacy//, "reflection" could embrace both transitive and intransitive meanings of the term.
Sources
Bizzell, Patricia and Bruce Herzberg. "John Locke." The Rhetorical Tradition: Readings from Classical Times to the Present (2nd Ed.). New York: Bedford/St. Martin's, 2001.
Brent, Doug. "Transfer, Transformation, and Rhetorical Knowledge: Insights from Transfer Theory." Journal of Business and Technical Writing (forthcoming).
Dannels, Deanna. "Learning to Be Professional: Technical Classroom Discourse, PRactice, and Profesional Identity Construction." Journal of Business and Technical Communication 14.1 (2000): 5-37.
Gusfield, Joseph. "Introduction." On Symbols and Society. Kenneth Burke. Chicago: U of Chicago P, 1989. 8-17.
Irvin, L. Lennie. A Grounded Theory of Rhetorical Reflection in Freshman Composition. Diss.Texas Tech University, 2010.
Perkins, D.N., Eileen Jay, and Shari Tishman. "Beyond Abilities: A Dispositional Theory of Thinking." Merrill-Palmer Quaterly 39.1 (1993): 1-21.
Phelps, Louise Weatherbee. "(Re)Weaving the Tapestry of Reflection: The Artistry of a Teaching Community." Rhetoric Review 17.1 (1998): 1342-156. Web. Aug 1 2011.
Pianko, Sharon. “Reflection: A Critical Component of the Composing Process.” College Composition and Communication
30.1 (1979): 275-278. Web. 30 Jul 2011.
Yancey, Kathleen Blake. Reflection in the Writing Classroom. Logan, UT: Utah State UP, 1998. Schön
Reflection refers to a process of reviewing consciously the process by which an action or series of actions are done. As a person reflects on the action, they become aware of thoughts and practices that may have been entirely unconscious before. This metacognitive exercise is thought to encourage learning and is thus used, for example, with students studying composition and instructors as part of professional development.
Reflection, knowledge, thinking, and action
The idea that metacognitive practices enhance learning by making more available to the conscious mind has a long history in fields such as philosophy and rhetoric. For John Locke reflection was a key component of knowing: "Reflection is the act of relating our ideas to one another, forming mental associations, and examining the mental processes of which we are aware: thinking, doubting, believing, and so on. These operations of the faculty of understanding are the source of all our knowledge" (Bizzell and Herzberg 814). In their disposition-centered theory of thinking, Perkins, Jay and Tishman list being metacognitive as key for good thinking, and a key ability in that realm is the ability to reflect on prior thinking (8). For Kenneth Burke, reflection is one on the components of action along with conflict, purpose and choice, and through these combination of factors in action make “the possibility of transforming the self and/or society...omnipresent” (Gusfield 10).
Reflection and composition
Using power to encourage this transformation has been a strong component in teaching, and remains visible in composition and teacher development. One of the earliest mentions of reflection in mainstream composition is Sharon Pianko’s 1979 article in College Composition and Communication called “Reflection: A Critical Component of the Composing Process,” in which she notes that the ability to reflect separates higher from lower ability writers and that “it is reflection which stimulates the growth of consciousness in students about the numerous mental and linguistic strategies they command and about the many lexical, syntactical, organizational choices they make – many of which occur simultaneously – during the act of composing (277). Pianko does not explicitly define reflection, but notes that it shows itself in the pauses and rescannings that writers do. The practice of reflection has remained in composition (for more information and overviews of reflection in the field, see Yancey, Irvin).
The metacognitive skill of reflection is related to the concept of transfer, the idea being that by bringing unconscious processes to the conscious through reflections, learners are then able to transfer these processes to other situations. In this sense, reflection becomes one of Brent’s recommendations to encourage transfer from academic to professional communication situations: "structured reflection is almost pure metacognition - individuals' conscious awareness of their own thinking and processes for thinking. … reflection can also make knowledge more readily accessible to transfer by raising it to a more conscious level..."(23).
The concept of reflection has become popular enough in composition that in current uses of the term the properties of transfer are often assumed into the definition. In Dannels’ article about transferring skills from academic to professional settings, she, like Brent, also recommends reflection, but does so without comment about how the practice itself relates to metacognition and learning (28-9). Another indication of the prevalence of this practice in the field is mentions of reflection in a collection of proposals for this class:
Reflection and Professional Development
Reflection also has a strong presence in professional development, for example, reflecting on lesson plans after teaching the lesson, noting successes and modifications, can be a key practice for teacher development. A seminal resource in this area is David Schön's 1983 book The Reflective Practitioner. Louise Weatherbee Phelps brings this idea of professional development beyond the individual into a teaching community in her "(Re)Weaving the Tapestry of Reflection: The Artistry of a Teaching Community" (which, coincidentally, appears in the section of Rhetoric Review called "Reflections").
Alternate Definition
The above meaning of reflection stems from reflect as an intransitive verb (to reflect on something, to think about something). Reflect can also be transitive, meaning to make something apparent or manifest, as in "This paper reflects her understanding of the concept at this time." In the title //Reflections: A Journal of Writing, Service Learning, and Community Literacy//, "reflection" could embrace both transitive and intransitive meanings of the term.
Related terms
metacognition, transfer
Sources
Bizzell, Patricia and Bruce Herzberg. "John Locke." The Rhetorical Tradition: Readings from Classical Times to the Present (2nd Ed.). New York: Bedford/St. Martin's, 2001.
Brent, Doug. "Transfer, Transformation, and Rhetorical Knowledge: Insights from Transfer Theory." Journal of Business and Technical Writing (forthcoming).
Dannels, Deanna. "Learning to Be Professional: Technical Classroom Discourse, PRactice, and Profesional Identity Construction." Journal of Business and Technical Communication 14.1 (2000): 5-37.
Gusfield, Joseph. "Introduction." On Symbols and Society. Kenneth Burke. Chicago: U of Chicago P, 1989. 8-17.
Irvin, L. Lennie. A Grounded Theory of Rhetorical Reflection in Freshman Composition. Diss.Texas Tech University, 2010.
Perkins, D.N., Eileen Jay, and Shari Tishman. "Beyond Abilities: A Dispositional Theory of Thinking." Merrill-Palmer Quaterly 39.1 (1993): 1-21.
Phelps, Louise Weatherbee. "(Re)Weaving the Tapestry of Reflection: The Artistry of a Teaching Community." Rhetoric Review 17.1 (1998): 1342-156. Web. Aug 1 2011.
Pianko, Sharon. “Reflection: A Critical Component of the Composing Process.” College Composition and Communication
30.1 (1979): 275-278. Web. 30 Jul 2011.
Yancey, Kathleen Blake. Reflection in the Writing Classroom. Logan, UT: Utah State UP, 1998.
Schön